Adventurous Social

How do you Learn?

Learning Styles Evaluation


Practical Conceptual




1

INTRODUCTION


This evaluation will help you identify your preferred 'learning style' that is, How you learn best and
the most effective Learning Activities for you.
Also explore relationships between Learning Styles and Key Competencies.

It will help you better understand and improve your learning AND make effective choices in your
learning.

You have your own unique mix of different learning styles but will most likely have one dominant
learning style which you will discover from this evaluation.

There are NO RIGHT or WRONG answers and this evaluation does not seek to judge or label you
but simply to raise your awareness of your learning preferences. This evaluation is for YOU alone!

SO What kind of learner are you ?


2

WHAT TO DO


STEP 1. Complete this evaluation

3 PARTS to complete
For each part tick EVERY response that you think represents you (ie you can tick as many
responses as you like in each part)
This should take you less than 15 minutes





STEP 2. Results - "Determine your Dominant Learning Style"

For each part, calculate the total number of ticks in each section (A, S, C and P) and complete the
table below
Each section represents a different Learning Style
The more ticks the stronger your preference for that Learning Style
The section with the highest total is your dominant Learning Style


* NOTE: PART 3 values need to be halved as they have twice as many responses as PARTs 1 & 2


A Adventurous Learner

PART 1: ________

PART 2: ________

PART 3: _____ / 2 = ________

TOTAL ________

S Social Learner

PART 1: ________

PART 2: ________

PART 3: _____ / 2 = ________

TOTAL ________

P Practical Learner

PART 1: ________

PART 2: ________

PART 3: _____ / 2 = ________

TOTAL ________

C Conceptual Learner

PART 1: ________

PART 2: ________

PART 3: _____ / 2 = ________

TOTAL ________




3

STEP 3. Conclusion - "What this all means for you"


You can read about your dominant Learning Style in the descriptions provided at the end of this
paper in INFORMATION ABOUT THE LEARNING STYLES. Remember, this is NOT your ONLY
Learning Style but simply your dominant one. You have a bit of EVERY Learning Style and so
will find it meaningful to read about them all - see if you can see a little piece of YOU in each
description.

A better understanding of 'how you learn', your likes and dislikes and your strengths and
weaknesses will help you make appropriate choices and improve your learning.
For example, when given a choice of learning activities you should find it easier to choose those
which suit you best.
When you are required to perform an activity that you don't really like, you will better understand
why you don't like it and what particular qualities and skills it will take to complete the task.
Also, by developing skills across all learning styles you will improve your overall capacity to
learn in a wide range of different situations.

Finally, an increased awareness of your learning style provides an opportunity to take even greater
control of your own learning. You will better understand your learning process, more effectively
plan and timetable your learning program, and will be more confident to choose learning activities
that suit you.





4

PART 1 - What I like when Learning

Tick EVERY response that you think represents you (ie one or more for each question)

1. I like to learn by

A
trial-and-error & doing it my own way

S
collaborating with others and sharing
ideas

P
doing practical things and tinkering

C
researching and taking time to think
things over



2. When learning something, I really need to know

A
its possibilities and potential benefits in
real life

S
why it is important to me

P
how to do it

C
what the facts, latest research and expert
opinions are



3. When attempting something new, I rely on my

A
ability to come up with new ideas and
ways to apply them

S
own personal experience and my
intuition or gut feel

P
common sense

C
thinking and reasoning ability




4. When I buy a new appliance I

A
immediately plug it in and start pushing
buttons

S
talk to someone about what I will do
with it and how to use it

P
experiment with every feature
systematically to find out how it all
works
C
read the users manual to find out all
about it and how to use it correctly


5

PART 1 - What I like when Learning




5. I think I am

A
free-spirited and innovative

S
spontaneous and people oriented

P
practical and down to earth

C
analytical and inventive



6. I would prefer to be

A
an entrepreneur

S
a poet

P
an engineer

C
an inventor



7. I am more of

A
an explorer

S
a talker & listener

P
a doer

C
a thinker



8. In my course it is most important to

A
find new possibilities and apply them to
improve existing ways

S
establish a learning community in which
I feel comfortable

P
put theory into practice

C
develop a thorough understanding





6

PART 1 - What I like when Learning




9. My preferred approach to work or study is to

A
work to my own agenda, changing as
necessary

S
go with the flow accommodating
changes as necessary

P
develop a plan and stick to it to
completion

C
continue until each topic is
comprehensively covered



10. Im happy when my course allows me to

A
do things my way and prove and
improve things for myself

S
feel accepted and valued as part of a
team learning about things I believe in

P
complete a project efficiently,
effectively and on schedule

C
resolve all loose ends in developing a
new concept in my mind



7

PART 2 - My Strengths

Tick all the items that you feel apply to you

I am

A
a risk taker
able to apply new ideas to the real world
focussed on reality
impulsive
innovative / creative
inspired by change
curious
strongly individual & independent
visionary
focussed on big picture / holistic views

S
people oriented
collaborative
guided by strong values and morals
idealistic
spontaneous
adaptable / flexible
sensitive to peoples feelings
intuitive / imaginative
keen to ensure harmony
focussed on broad / holistic views

P
hands-on
skilled at organising & managing time
productive
factual
focussed on detail (practical detail)
a common sense person
accurate
stable / dependable
keen to seek perfection
consistent

C
analytical
good at logical thinking and reasoning
good at developing models and theories
able to visualise and analyse concepts
systematic / thorough
imaginative (concepts and ideas)
focussed on detail (theoretical detail)
thoughtful / reflective
objective
a researcher



8

PART 3 - My Favourite Learning Activities
Tick all the items that you feel apply to you

I like

A
self-directed / self-paced activities
real life applications
presenting my findings to others
simulations (to explore new ideas)
online explorations / research
lots of choice / options
mini lectures
independent or small group work
developing big picture ideas
exploring
visual activities
self-evaluation (Self-Check Exercises)
using initiative to develop own activities
integrating learning into my own life
moderated forums exploring big issues
asynchronous online forums/email
problem solving real life issues
designing website to share achievements
hypothetical questions (eg What if ?)
interactive multimedia

S
group activities
discussions / debates
informal online chats / email
moderated forums (including online)
joint projects
observing / interviewing people
excursions / site visits
short readings
stories / metaphors / anecdotes
media presentations (TV, newspapers ..)
case studies
poems
personalised literature (about people)
magazines / journals
videos (people oriented)
sharing / brainstorming ideas
biographies
games / role plays / simulation games
tutorials
personal feedback activities

P
practical activities
experiments
working with technical manuals
following specific procedures
reading (instructions / dot point facts)
applying models / theories
computer simulations (practical designs)
practical projects
real world application
tinkering
visual as well as text based info
quizzes / puzzles / text book problems
annotated references and links
practical problem solving / faultfinding
industry work experience
text book summaries
designing and building
practical demonstrations (live or video)
project planning / scheduling
structured field trips
C
reading (theories, concepts, non-fiction)
research (including online)
computer simulations
lectures
debates
essays
discussions with experts / specialists
online links with experts (forums/email)
graphics and text
challenging / testing models and theories
verbal activities
questionnaires / surveys
glossaries / Frequently Asked Questions
analysing practical results
drawing conclusions
thinking and reflecting activities
detailed discussions
defining concepts (in words/diags/video)
designing / drawing concepts visually
multimedia presentations


Now return to STEP 2. Results - "Determine your Dominant Learning Style"

9

INFORMATION ABOUT THE LEARNING STYLES


10

INFORMATION ABOUT THE LEARNING STYLES

Descriptions of the Learning Styles

Adventurous Learners

'Do it my own way' approach to learning and
living.
Have fertile minds rich in innovative ideas and an
ability to translate them into reality.
Thrive in an environment of challenge & change.
Willing to act on impulse and follow their
somewhat random thoughts and inspirations.
Strong-willed individuals who are very
independent and avoid conforming.
Not easily convinced by others (regardless of the
facts) preferring to arrive at conclusions through
their own experiences.
Challenge the status quo always seeking to
improve reality through innovation.
Appreciate ambitious visions and can be effective
initiators and change agents.

Social Learners

Enjoy sharing with others in their journey of
learning and living.
Seek friendly relationships with everyone and
thrive in harmonious learning communities.
Thoughtful and very intuitive of people's feelings
and well being.
Have a rather spontaneous random approach to
things reflecting their preference for subjective
human nature over more scientific logical
approaches.
Skilled communicators, especially when it comes
to perceiving subtle, hidden meanings (eg
through body language, tone of voice etc).
Hold strong values and morals, seek personal
meaning for their lives and are guided by their
heart rather than their head.

Practical Learners

Down to earth with a 'hands-on' approach to
learning and living.
Very effective performers in the real world
because they focus on things they can see, hear,
touch etc and work with them in systematic,
organised ways to achieve practical outcomes.
Like to learn and create new things through
tinkering and practical experimentation.
Like to 'get on with the job'.
Appreciate lots of detail and clear instructions.
Focus on detail and getting the job done right and
on time.
Feel comfortable in ordered, stable, structured
environments and generally dislike change.
Keen to pursue perfection.
Predictable, dependable and reliable.

Conceptual Learners

Intense thinkers seeking deep understanding in
learning and living.
Have a vivid imagination when it comes to
abstract thoughts and ideas - not letting their
thinking be limited by reality.
Able to conceptualise and visualise abstract
ideas.
Able to see beyond the obvious to find hidden
meaning then deal with it very systematically in
pursuit of a deeper understanding.
Organise information very systematically to
derive maximum meaning.
Like lots of time to research and reflect on things.
Very thorough, prefering to take on less activities
in order to be more comprehensive and thorough.


11

INFORMATION ABOUT THE LEARNING STYLES

More descriptions

Adventurous Learners

[1]
" are primarily interested in self-directed
discovery. They seek to teach both themselves
and others. Any type of independent study is
effective for these learners. They also enjoy
simulations, role play and games".

[2]
They " like to experiment using trial-and-
error approaches. They tend to jump to
conclusions and prefer to work independently or
in small groups. They are gamblers and
risktakers".
They " are leaders, not followers. They love to
take charge. They refuse to accept the words
dont or cant. They thrive in a competitive
atmosphere".
They " are not overly concerned with making
impressions or going out of their way to win over
people. They are often the prime movers of
change".
Social Learners

[1]
" are primarily interested in personal
meaning. They need to have reasons for learning
ideally, reasons that connect new information
with personal experience and establish that
informations usefulness in daily life. They like
cooperative learning, brainstorming and
integration of content areas (eg science with
social studies, writing with the arts, etc)"

[2]
They " have a capacity to sense moods, and
they use intuition to their advantage. They prefer
to learn in an unstructured environment such as
group discussions and activities. They prefer not
to be restricted by unnecessary rules and
guidelines".
They " use hand and body movements when
communicating. They dislike routine activities
and cold, unemotional people".
Practical Learners

[1]
" are primarily interested in how things
work; they want to 'get in and try it'. Concrete,
experiential learning activities work best for them
hands-on tasks etc".

[2]
They " prefer direct, hands-on experience.
They exhibit extraordinary development of their
five senses. They like touchable, concrete
materials, and orderly presentations. They are
adverse to change and do not oppose tradition.
They are habitual, punctual, and desire
perfection". "You would not see (them) wear
flashy colors or mismatched outfits. They are
organized, desire perfection, and give 'practical'
gifts".
Conceptual Learners

[1]
" are primarily interested in acquiring facts
in order to deepen their understanding of
concepts and processes. They are capable of
learning effectively from lectures, and enjoy
independent research, analysis of data and
hearing what the 'experts' have to say".

[2]
They " have excellent abilities with written,
verbal, and image symbols. They like to read,
listen, and use their visual skills. They prefer a
sequential presentation that is rational and
substantive"
They " are 'fence straddlers' and highly
skeptical".

12

INFORMATION ABOUT THE LEARNING STYLES

Some 'common themes' between the various Learning Styles



Random





A

Adventurous
Learner


S

Social Learner



Concrete[

P

Practical
Learner


C

Conceptual
Learner



]Abstract




Sequential




Descriptions on next page

13

INFORMATION ABOUT THE LEARNING STYLES

The 'common themes' described
(* The following extracts on the Gregorc Model of Learning Styles taken from
[3]
Tobias, 1994, p14-16)


1. Perception: The way we TAKE IN information

(Practical Learners and Adventurous Learners)
Concrete
This quality lets us register information directly through our five senses: sight, smell, touch, taste and
hearing. When we are using our concrete abilities, we are what is here and now the tangible, the
obvious. We are not looking for hidden meanings or trying to make relationships between ideas or
concepts. The key phrase simply stated is It is what it is.

(Social Learners and Conceptual Learners)
Abstract
This quality allows us to visualize, to conceive ideas, to understand or believe what we cant actually
see. When we are using this abstract quality, we are using our intuition, our intellect, our imagination:
We are looking beyond what is to the more subtle implications. The key phrase for the abstract is Its
not always what it seems.






2. Ordering: The way we USE the information we perceive

(Conceptual Learners and Practical Learners)
Sequential
A sequential method of ordering allows our minds to organize information in a linear, step-by-step
manner. When using sequential ability, we are following a logical train of thought, a conventional
approach to dealing with information. Those who have strong sequential ordering abilities may prefer
to have a plan and follow it rather than relying on impulse. Their key phrase is Follow the steps.

(Social Learners and Adventurous Learners)
Random
Random ordering lets our minds organize information by chunks and with no particular sequence.
When we are using our random ability, we may often be able to skip steps in a procedure and still
produce the desired result. We might even start in the middle or begin at the end and work backwards.
Those with a strong random way of ordering information may seem impulsive or more spontaneous. It
appears as if they do not have a plan. Their key phrase is Just get it done!



14

KEY COMPETENCIES / LEARNING STYLES MATRIX

*Suggested relationships between Learning Styles and Key Competencies (and Employability Skills)




Adventurous Learner

KEY COMPETENCIES
Mix of Key Competencies with focus on:
Initiative & Innovation
Self-directedness

EMPLOYABILITY SKILLS
Initiative and Enterprise
Self Management

Social Learner

KEY COMPETENCIES
Working with Others & in Teams
Communicating Ideas & Information


EMPLOYABILITY SKILLS
Communication
Team work


Practical Learner

KEY COMPETENCIES
Planning & Organising Activities
Using Mathematical Ideas & Techniques
Using Technology

EMPLOYABILITY SKILLS
Planning & Organising
Technology


Conceptual Learner

KEY COMPETENCIES
Solving Problems
Collecting, Analysing & Organising Info


EMPLOYABILITY SKILLS
Problem Solving
Learning







15

BIBLIOGRAPHY


[1]
Learning Styles and the 4MAT System: A Cycle of Learning [Online, accessed 11 Feb 2000]
URL: http://volcano.und.nodak.edu/vwdocs/msh/llc/is/4mat.html

[2]
Taylor, Melba 1997, 'Learning Styles', Inquiry [Online, accessed 11 Feb 2000] Volume 1, Number
1, Virginia Community College System, Spring. Available URL: http://www.br.cc.va.us/vcca/i11tayl.html

[3]
Tobias, Cynthia Ulrich, The way they learn, Colorado Springs, Colorado, Focus on the Family
Publishing, 1994.